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Developmental theory and learning styles
- 2. 2d Developmental theory and learning styles
- 3. 2d Developmental theory and learning styles https://www.youtube.com/watch?v=Kf7S9BRJ8nk
- 4. 2d Developmental theory and learning styles Honey & Muffordâs Learning Styles
- 5. Theorist: - relate how different theories / observations relate to each other. Tidy and well-organised mindsâŚand e-mail inboxes. Canât relax until they get to the bottom of situation in question and can explain their observations in basic terms. Uncomfortable with anything subjective or ambiguous. Usually sound in their approach to problem-solving â take a logical, one step at a time approach. 2d Developmental theory and learning styles May like to: ⢠Explore how different Bible Stories releate to each other ⢠Explore different theological views on the same topic ⢠Like working through a series of logical questions about a topic.
- 6. Pragmatist: Seek out and make use of new ideas. Look for the practical implications of any new ideas or theories before making a judgment. If something works â all is well and good. If doesnât work â little point in spending time on the analysis of its failure. Strength â confident in use of new ideas and will incorporate them into their thinking. Most at home in problem- solving situations. 2d Developmental theory and learning styles May like to... ⢠Search for now ideas for your Christmas nativity ⢠Help plan and implement any new ideas for your youth group ⢠Think through new ways to share familiar bible stories in your family services
- 7. Activist: - learn by doing. Novelty; will âgive anything a goâ. Get on with things â not interested in planning. Immerse themselves in a wide range of things and experiences, and to work in groups so ideas can be shared and tested. Bored by repetition â most often open-minded and enthusiastic. 2d Developmental theory and learning styles May like to: ⢠Direct the Churchâs Christmas Nativity ⢠Volunteer at a Christian festival â potentially a different one each year. ⢠Undertake a sponsored event to raise money for a Christian charity...even if it means missing Church on a Sunday...
- 8. Reflector: - stand back and observe. Collect as much info as possible before making decision; âlook before they leapâ. Look at big picture, inc. previous experiences. Strength â will painstakingly collect data and subsequent analysis before they reach any conclusion. Slow to make up their mindsâŚbut when they do, decisions based on sound consideration, knowledge and opinions. 2d Developmental theory and learning styles May like to... ⢠Undertake a SWOT analysis of the youth group and present their findings to the leadership team. ⢠Be part of a group which undertakes a community profile and make recommendations for services which the Church might like to set up.
- 9. 2d Developmental theory and learning styles Chapter from Pritchardâs book on Learning Styles is on the Portal under âFilesâ for todayâs session and explores all of these in more depth.
- 10. 2d Developmental theory and learning styles Do Learning Styles really exist? Video: https://www.youtube.com/watch?v=bYyVWBJn59g Ted Talk: Learning styles & the importance of critical self-reflection https://www.youtube.com/watch?v=855Now8h5Rs http://www.bbc.com/future/story/20161010-do-we-have-a-preferred- style-of-learning
- 11. Portfolio 2 Tasks: Need to complete at least 1 of the following tasks on Learning Styles 1) Learning Styles â Ask a handful of your young people and fellow leaders to complete the Learning Style questionnaire you completed at Cliff College. Produce a reflection upon the learning styles of your youth team and the learning styles of your young people. The Questionnaire can be found in the Files section of Portfolio 2. This should be roughly 250-300 words 2) Put some ideas for activities in your portfolio which meet different learning styles and help young people explore their faith and / or the issues they face. You should look to include 3 or 4 different activities. 2d Developmental theory and learning styles In groups, start to brainstorm different activities you could include for question 2.
- 12. Erikson, like Freud, was largely concerned with how personality and behaviour is influenced after birth - not before birth - and especially during childhood. In the 'nature v nurture' (genes v experience) debate, Erikson was firmly focused on nurture and experience. 2d Developmental theory and learning styles
- 13. 2d Developmental theory and learning styles https://www.youtube.com/watch?v=aYCBdZLCDBQ
- 14. Psychosocial Crisis Stage Life Stage age range, other descriptions 1. Trust v Mistrust Infancy 0-1½ yrs, baby, birth to walking 2. Autonomy v Shame and Doubt Early Childhood 1-3 yrs, toddler, toilet training 3. Initiative v Guilt Play Age 3-6 yrs, pre-school, nursery 4. Industry v Inferiority School Age 5-12 yrs, early school 5. Identity v Role Confusion Adolescence 9-18 yrs, puberty, teens 6. Intimacy v Isolation Young Adult 18-40, courting, early parenthood 7. Generativity v Stagnation Adulthood 30-65, middle age, parenting 8. Integrity v Despair Mature Age 50+, old age, grandparents http://www.businessballs.com/erik_erikson_psychosocial_theory.htm 2d Developmental theory and learning styles
- 15. Reflection... - Can you see any of these âcrisisâ in yourself? Or in any of your young people? - How have other people helped you through these crisis? - Do you think any of your young people have struggles today because they havenât passed through a previous stage successfully? 2d Developmental theory and learning styles
- 16. Identity v Role Confusion â˘Identity - how a person sees themselves in relation to their world. Sense of self or individuality in the context of life and what lies ahead â˘Role Confusion is the negative perspective - an absence of identity - meaning that the person cannot see clearly or at all who they are and how they can relate positively with their environment. â˘Young people struggle to belong and to be accepted and affirmed, and yet also to become individuals. In itself this is a big dilemma, aside from all the other distractions and confusions experienced at this life stage. Where did we get our identify from when we going through this stage? Where can / do our young people get their identify from today? Are they different places? Do our young people have more or less options than we did? Why / why not? 2d Developmental theory and learning styles
- 17. 2d Developmental theory and learning styles Adolescence years⌠From Growing Young: Six Essential Strategies to Help Young People Discover and Love Your Church by Kara Powell. Chapter 3 in Portal. Published in 2016 What impact do we see this having on the young people we work with? Does it help or hinder them forming their own identity?
- 18. Identity represents a sense of self that includes a conscious sense of oneâs individual uniqueness and a sense of solidarity with a groupâs ideals. It embodies an understanding of how one is like all other people, like some other people and not like any other person...â â Kerry Young, Art of Youth Work, p34 -We all....(in school) have to do homework, have to go to school, do PE etc... -Like some people...hobbies, style of clothing, music, type of social media youâre into... -Not like any other person...what 1 things makes you you? What are you known for? Do you want to be known for anything? 2d Developmental theory and learning styles
- 19. Kerry Young â The Art of Youth Work ââAdolescenceâ represents the first phase of life during which the individual develops a clear personal and social identity that persists throughout life. This makes the issue of identity central to youth work as an age specific activity.â p35 âWithin youth work, the development or preservation of identity is, therefore, not about judging young people but rather providing information and supporting them to understand what (for instance) being [âChristianâ] means to them.â p36 2d Developmental theory and learning styles How do we respond if our young people want to form an identity that we donât agree with?
- 20. Almost Christian: Kenda Creasy Dean Ch 7: Going Viral for Jesus â The Art of Testimony âWe donât just say things we already believe. To the contrary, saying things out loud is part of how we come to believe. We talk our way toward belief, talk our way from tentative belief through doubt to firmer belief, talk our way toward believing more fully, more clearly, and more deeply. Putting things into words is one way we acquire knowledge, passion, and conviction.â P142 2d Developmental theory and learning styles
- 21. 2d Developmental theory and learning styles 1. What struggles have you seen your young people have whilst forming their own identity? 2. Are there any specific issues which you think help or hinder young people form their own identity? E.g. Religious, sexuality, online affiliations, parental expectations 3. Do we prepare young people for life outside of the potential Church or Christian bubble? 4. How can we help the young people in our care form a positive healthy Christian identity today in 2017? Identity issues: Group Discussions
Editor's Notes
- Ask if anyoneâs had any experience of Learning Styles before. Do people generally like / agree with it? Over the next 40-45 minutes, weâre going to be looking at different theories of Learning Styles. In many settings around the world, theyâve become readily accepted, and have been taught on courses such as this, and on teaching degrees etc etc. As a note of caution, Mike and I have become aware of some critical voices of the Learning Style theories over the past couple of years â and weâve got some links to those later on if you want to explore those in further details yourself. However, we still feel that thereâs a good amount of learning which we can take from the Learning Styles theories which we can apply in our work with young people, just so we can be aware of how different people engage in different activities. Like all these things, thereâs a lot of crossover and overlap, with people using a mixture of different learning styles in different situations.
- If we have an understanding of how our young people learn, then that can help us tailor how we deliver the teaching within our youth work sessions. If our young people are activists, then we may want to explore issues around creation by going walking in the peaks, or around poverty and justice through doing some litter picks or going on a mission trip overseas. If, however, theyâre reflectors we may want to do something quieter and do some meditations. If we also know the learning styles of our youth leaders, then we could almost pair the activists leaders with the activists young people etc etc.
- The young people in your youth group might have struggles which have been established in one of their childhood stages e.g. struggling to trust anyone because they developed a unhealthy sense of mistrust in stage 1. As parents / youth workers, our own emotional triggers might be set off by the young people in our care when they go through certain stages
- This theory is another layer to add on top of all the different layers weâve looked at today. Your young person who struggles to trust what you say may in fact struggle to trust other people because of something she went through as a baby.
- A personâs identity will be unique to themselves because each person lives in a different context.
- Argument that the Adolescence years are finishing later. People getting married later (me â 30 compared to my parents at 24); having children later (me â 33; parents 27); moving into their own homes later; people staying in education longer; starting first job later
- A key part of what we do as youth workers, therefore, argues Young, is helping our young people find out, develop and form their own identity, whatever that might be for them. Do we prepare our young people for life in the âreal worldâ outside of the Church / Christian bubble? Photocopy chapter 2 of âFaith Forwardâ for people to take home. Danger often is that our young people become fantastic Christians when theyâre with us â read the Bible â pray â etc etc â but as soon as they go and see the real world, go to University, go and see poverty close up, and their faith can take a beating. Read bottom of p41-top of p43 if time of Faith Forward book.